Graduates of Roosevelt's Doctor of Psychology program work in a broad array of settings and roles, including providing psychotherapy and psychological testing services in private practice, hospitals, community mental health centers, schools, university counseling centers, and VAs; developing and directing programs to support mental health and wellness; engaging in applied research and program evaluation; and teaching, education and clinical supervision.
Based on a practitioner-scholar model, the overall goal of the PsyD program at Roosevelt University is to train clinical psychologists who are able to diagnose and treat psychological problems using an evidence-based approach that is grounded in psychological science. We expect that 1) graduates demonstrate the requisite general knowledge and skills of intervention and assessment necessary for the ethical and competent practice of psychology; 2) students address psychological problems and disorders using critical inquiry; and 3) students engage in productive and professional relationships with others. Roosevelt University's PsyD program in Clinical Psychology is accredited by the American Psychological Association (see Student Admissions, Outcomes, and Other Data required by the APA). Questions related to the program's accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation, American Psychological Association, 750 1st Street, NE, Washington, DC 20002, Phone: (202) 336-5979, Email: firstname.lastname@example.org.
Diversity and multiculturalism are infused into coursework throughout the PsyD program curriculum, including in the required course, Multicultural Psychology and Psychotherapy. Our students work with individuals and families from diverse racial/ethnic, socioeconomic, linguistic, gender and sexuality, age, and religious backgrounds as well as of differing levels of physical and cognitive abilities.
Although we follow the practitioner-scholar model, we put relatively more emphasis on scholarship in several ways: students collaborate with faculty on research in addition to more formal work on doctoral projects, which provides opportunities for research conference presentations and publications; and students can develop their scholarship skills through teaching.
Our small size (25 new students admitted per year) allows for more personal contact between students and faculty and more opportunities for mentoring, support, and guidance.
Once students have completed their master's degree requirements, they are eligible, if interested, to teach a variety of undergraduate psychology courses. Students interested in teaching take an Instructor Development course as an elective either before or concurrent with their first teaching assignment.
Our program uses the American Psychological Association’s profession-wide competency model for health service psychology described in the Standards of Accreditation.
All students must complete a minimum of 102 semester hours of graduate study plus three hours of internship credit, for a total of 105 semester hours. In addition to coursework, students must pass the comprehensive examination, complete three clinical practica (supervised clinical training in the community), complete a doctoral project, and a pre-doctoral clinical internship.
Please view our Program Requirements pages in the Roosevelt online graduate catalog to review comprehensive information about our program competency model and standards, admissions information and standards, all required coursework, clinical training information and expectations, information about other program requirements including doctoral project and comprehensive examination, and expectations regarding how students will progress through the program.
Also, please view our PsyD Student Manual to review program policies, student expectations, information about advisement, recommended course plans, and program resources for current students.
What I appreciated most about Roosevelt's PsyD program was its emphasis on the importance of social justice and multicultural sensitivity. I learned more about diversity issues through important dialogues with professors and peers, getting involved with research, and the many opportunities in Chicago to work with a diverse range of clients. Being an advocate for social justice has become an integral part of who I am as a person and clinician, and Roosevelt's PsyD program laid the groundwork for that.
"Roosevelt University is exceptional in a variety of ways, but I want to focus on two particular aspects: its commitment to social justice and its training in supervision. Regarding social justice, you feel it in the readings you do for class, the discussions you have outside of class, and in the support you feel as you learn to incorporate it into your clinical practice. Roosevelt imbued both the spirit and the skills of social justice onto me and I have incorporated it into both my professional and private life. I am forever changed. Regarding supervision skill development, the program encourages informal peer supervision in class and provides solid coursework that prepares you to be intentional and deliberate in the way that you shape your trainee's education. Classwork taught me that clinical and supervisory skills can overlap but they are ultimately distinct. I can say I have grown not only as a clinician and scholar, but also as a person and I can trace it directly back to my Roosevelt education."
The quality of our students and of our PsyD Program is clearly indicated by our continued success in the national internship match. The students of Roosevelt’s PsyD Program continue to excel in achieving a 100 percent match rate every year since 2011. We are particularly proud of the diversity of internship site placements across the nation, and also the placements at highly-competitive sites within Chicago.